A literature review on how need-supportive behavior influences motivation in students with sensory loss

Haakma, Ineke; Janssen, Marleen; Minnaert, Alexander

doi:10.1016/j.tate.2016.02.008

Cited by 3 publications

(2 citation statements)

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“…However, research on students with special educational needs is scarce. A literature study on students with visual impairments, hearing impairments, and deafblindness showed that the theoretical framework of SDT as a whole has never been applied in the education of students with sensory loss (see Haakma et al, 2016a). To fill this research gap, we started studying the application of SDT in the education of students with deafblindness.…”

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confidence: 99%

Need Support in Students with Visual Impairments: Comparing Teacher and Student Perspectives

2018

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According to self-determination theory (SDT), need-supportive teaching positively influences students' engagement to learn. Need-supportive teaching involves teachers providing students with structure, autonomy support, and involvement. It enables teachers to support students' psychological needs to feel competent, autonomous, and related. Supporting students' needs consequently has a positive influence on students' engagement to learn. Little is known about need-supportive teaching in the education of students with visual impairments. In this study, we used a questionnaire to assess the self-reported provision of need support by teachers of students with visual impairments, the students' perceived need support, and the students' behavioral and emotional engagement. Seven teachers and 48 students filled in questionnaires based on SDT. In general, mean scores were positive. The teachers' mean scores for the need support they provided, the students' mean scores for their perceived need support, and the students' mean scores for engagement all ranged between 3 and 4 on a 5-point scale. The teachers and students scored highest on involvement, followed by structure, and then autonomy support. When looking at scores on an individual student level, we found large differences between students in the same class, which implies that need support requires an individualized approach. Hence, teachers need to be aware of their students' individual needs for structure, autonomy support, and involvement and should adjust their need-supportive teaching accordingly, thereby enabling teachers to have a positive impact on the engagement of students with visual impairments.

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Need Support in Students with Visual Impairments: Comparing Teacher and Student Perspectives

2018

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“…A number of specific SDT-based interventions have been developed but not tested in an ADHD population (see for some recent e.g., Aelterman et al, 2013Aelterman et al, , 2014Aelterman et al, , 2016Haakma et al, 2016). Su and Reeve (2011) performed a meta-analysis on 19 studies that examined the effects of intervention programs explicitly focused on autonomy support.…”

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Studying Motivation in ADHD: The Role of Internal Motives and the Relevance of Self Determination Theory

et al. 2021

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Objective: Motivation is what moves us to act, what engages us in goal-directed behavior. The Self Determination Theory (SDT) is a motivational framework conceptualizing motivation—or internal motives—as a continuum of motivation qualities fueled by satisfaction of the three basic psychological needs Autonomy, Relatedness, and Competence. ADHD has been associated with motivational alterations that contribute to academic difficulties. However, ADHD theories and research are mainly focused on the effects of reinforcement on behavior, with little attention for the broader definition of motivation, that is, internal motives. Therefore, the main objective here was to introduce the SDT as theoretical framework within which we can develop relevant research questions about motivation in the field of ADHD. Method: To this end, we (i) present the SDT as a comprehensive motivational framework, and (ii) describe current motivation-related ADHD theories and research. Results: Based on this, we suggest how SDT can be used as a guiding framework in generating relevant research questions that can help broaden our understanding of the role motivation plays in individuals with ADHD. Conclusion: We conclude that ADHD research on motivation would benefit from (i) including internal motives as potential key mediators in the relation between environmental factors and behavior/symptoms; (ii) studying potential negative effects of external reinforcers intrinsic motivation, affect, and well-being. Finally, we conclude that this framework carries value for further development of clinical interventions for those with ADHD.

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Cognitive Load Theory and Its Relationships with Motivation: a Self-Determination Theory Perspective

Evans,

Vansteenkiste,

Parker

et al. 2024

Educ Psychol Rev

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Although cognitive load theory research has studied factors associated with motivation, these literatures have primarily been developed in isolation from each other. In this contribution, we aimed to advance both fields by examining the effects of instructional strategies on learners’ experience of cognitive load, motivation, engagement, and achievement. Students (N = 1287) in years 7–10 in four Australian high schools completed survey measures of motivation, engagement, cognitive load, and their teachers’ perceived instructional strategies and motivating style. Results suggest that teachers’ load-reducing instructional strategies were related to lower cognitive load and were positively associated with relative autonomous motivation, engagement, and achievement. Teachers’ motivating styles characterized by autonomy support and structure were also associated with reduced extraneous and intrinsic cognitive load, as well as motivation and engagement. We conclude that by using load-reducing strategies and a motivating style characterized by structure and autonomy support, teachers can reduce students’ cognitive load and improve their self-regulated motivation, engagement, and achievement. In so doing, we discuss a number of future avenues for the joint study of self-determination theory and cognitive load theory, with the aim of refining and extending both perspectives.

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A literature review on how need-supportive behavior influences motivation in students with sensory loss

Cited by 3 publications

References 50 publications

Need Support in Students with Visual Impairments: Comparing Teacher and Student Perspectives

Need Support in Students with Visual Impairments: Comparing Teacher and Student Perspectives

Studying Motivation in ADHD: The Role of Internal Motives and the Relevance of Self Determination Theory

Cognitive Load Theory and Its Relationships with Motivation: a Self-Determination Theory Perspective

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